Diversity by Design: A Study of 3 Alumni Cohorts

1. Diversity by Design: A Study of 3 Alumni Cohorts Laura Palucki Blake, Michael Tamada, & Karen Yoshino Occidental College

2. Background • Alumni survey was developed in conjunction with advisory panel of diversity experts • Sent to 3 cohorts of alumni • 1980’s = pre-diversity initiatives • 1990’s = mid-diversity initiatives • 2000’s = established diversity initiatives

3. Survey Components • Learning Outcomes-active learning processes in which students are involved while in college • Democracy Outcomes-ways in which college prepares students to become involved as active participants in a society that is becoming increasingly diverse • Diversity Outcomes-ways in which students perceive that diversity enriched their college experience

4. Survey, continued • Sent to 3,037 alumni in 3 cohorts • 19% response rate • Representative as far as cohorts and race/ethnicity, but women are over-represented in 1980’s and 2000’s cohort.

5. Analysis • 4 sets of analysis were completed • Basic Demographic information: • n = 567 (19%) • Sex: Male = 37% Female = 63% • Grad School: Yes = 62% No = 38% • Ethnicity: • Asian = 14% • Caucasian = 72% • URM = 14%

6. Learning Outcomes • All 8 learning outcomes show statistically significant differences by cohort • 1980’s significantly lower than 1990’s and 2000’s.

7. Learning Outcomes, continued • The College’s commitment to multiculturalism was evident • Informal interactions were influenced by commitment to multiculturalism • Contact with different races was “an essential part” of college experience • Took more courses from URM faculty, & took more courses that focused on concerns of racial and ethnic groups

8. Learning Outcomes, continued

9. Learning Outcomes, continued

10. Democracy Outcomes • Attitudes • 4 items showed statistically significant difference • Respondents from 1980’s differ from those in the 1990’s & 2000’s. They report: • Less understanding of racial and ethnic differences • Less recognition/challenge of biases that affect their own thinking • Less recognition of culturally biased behavior they had not previously recognized

11. Democracy Outcomes, continued • Behaviors • Less dramatic change • 1980’s & 1990’s differ from 2000’s: • Call, write, or email to protest media perpetuating bias • Organize an educational program to inform others • Participate in jokes that are derogatory toward another group • The nonsignificant items have to do with others’ behavior (e.g. challenge others who make jokes that are derogatory)

12. Democracy Outcomes, continued

13. Diversity Outcomes • Five diversity outcomes show statistically significant differences by cohort • Overall, increases in comfort with diversity

14. Diversity Outcomes, continued • Getting to know people with different racial/ethnic backgrounds was was easy • Increase in comfort in being with others whose background was different than theirs • No differences found for • Would recommend Oxy to siblings and friends • Prepared well for personal growth, profession, and social networks

15. Diversity Outcomes, continued

16. Lessons Learned • Changes in institutional mission are traceable through experiences of its alumni • Clarify Oxy’s values and institutional culture • Commitment to multiculturalism achieved without perceived loss of quality

17. Next Steps • Dissemination plan • Longitudinal study • Increase information from URM alumni • Critical mass hypothesis • External measures of quality of education